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This year, our faculty’s Professional Development (PD) has centred on one big question: What does it take to create a learning environment where students can thrive? Not only academically, but socially, emotionally and as members of our community. To address this question, we are focusing on three key areas: Responsive Classroom, the intentional use of technology, and Universal Design for Learning (UDL) and Differentiated Instruction (DI).
Responsive Classroom, in particular, has reshaped the way we think about our days. More than being a single technique, Responsive Classroom is a comprehensive, school-wide approach to teaching. It operates on a simple yet profound premise that strong social-emotional skills are the necessary foundation for academic success. At its core, Responsive Classroom is a proven premise – when students feel safe, seen and connected, learning will follow.
In both Jewish and General Studies classes, we have begun to integrate Responsive Classroom principles throughout the day, cultivating a learning environment that is joyful, engaging and deeply supportive. This approach provides us with a common language for classroom management, student expectations, and, most importantly, student well-being. It's about nurturing the whole child, emotionally and academically.
You can feel this shift in our classrooms as well as among our staff. Lately, our meetings and PD sessions have taken on a different energy. Teachers are not just planning lessons together. They are celebrating their students’ meaningful moments — like a breakthrough in language development or a student using their collaborative skills to solve a conflict. The focus has moved beyond lesson planning to communal problem-solving and building a support network that mirrors the community we want for our students.
One place where this comes to life most vividly is during our Morning and Afternoon Meetings.
If you walk through our halls at 9:00 a.m. and again after lunch, you won’t hear the scratching of pencils or the hum of a SmartBoard. Instead, you’ll hear laughter, cheering and the sound of students genuinely connecting. These are the sounds of Morning or Afternoon Meeting, routines in the day where relationships take centre stage.
What makes these moments so meaningful isn’t just the routine itself, but the shared commitment of our staff. It’s inspiring to see our General and Jewish Studies teachers brainstorming together and sharing observations about their students’ social growth and language development.The sense of all being in this together is building our community, and students can feel that they are supported by a united team of educators.
What does a Morning Meeting look like?
Morning Meeting is a 20-minute structured, predictable classroom routine for all students that sets a positive tone for the day in both Jewish and General Studies classes. Every meeting flows through four essential stages, feeling like a conversation, with the curriculum being woven into the activities. The Afternoon Meeting has the same structure and intention.
- The meeting begins simply, with the Greeting. This moment matters, as the student realizes, "My teacher knows I’m here, and my friends are glad I came." Watching a student’s face light up when a peer looks them in the eye and says their name is a powerful reminder that being seen is the first step toward being ready to learn.
- Then comes the Sharing. For many students, especially those learning a new language, this is a safe space. Students find their voice as they share small stories, big ideas, weekend joys and lingering worries. They learn to listen and respond. They practise the vulnerability and empathy that define a strong community and learn that this is a safe space where they can make mistakes.
- Next is the Group Activity, often the highlight of the morning. These activities are short, playful moments, but underneath the fun are powerful lessons in teamwork. Whether the class is solving a puzzle together or playing a game, you can see the social barriers melt away. Students learn how to work together, how to navigate winning and losing, and how to include everyone in the room.
- Finally, we wrap up with the Message from the teacher — a gentle bridge from social connection to learning. The students transition from playing together to learning, feeling focused, informed and truly anchored in their classroom home.
I recently observed a powerful moment that perfectly captured why Bialik has embraced the Responsive Classroom approach. At the end of a Morning Meeting, the teacher asked the students what their favourite part was. One student, let’s call him David, immediately answered, "The Share." When his teacher gently asked why, he straightened up with a look of pride and, encouraged by his classmates, said, "I’m new at Bialik and it helps me get to know everyone. I like playing games with my new friends and it makes me feel like I belong here."
David’s words were a beautiful affirmation of our students’ growth. For him, the Morning Meeting isn't just a nice routine to start the day — it’s enabling him to build his confidence and trust, as well as prepare for learning as part of his new Bialik community.
Morning and Afternoon Meetings are a daily commitment to our students’ social-emotional learning. Through greeting one another, sharing, playing and reflecting together, students practise self-awareness, empathy and relationship skills.
When students know what to expect, anxiety decreases and their ability to focus rises. By protecting this time each day, we are investing in something essential: joyful classrooms where every student is ready to learn, connect and grow.